The presents the need to define his/her chosen topic as a problem. That is, the essayâ€™s opening conveys a sense of the need for a new/more specific/more formal definition of its subject matter.
The thesis statement demonstrates a creative or unusual spin on its topic. The definition gives some sense of what it is not (â€œX does not mean.â€¦â€) at the same time that it conveys what it is.
The essay breaks the definition into clear elements that are illustrated in each subsequent Each el of the overall assessment is broken into clear, logical paragraphs with clear transitions and topic sentences. The paragraphs follow a logical order, provide clear evidence and rational evaluative explanation, and build toward supporting the general assessment stated in the introduction.
The student has clearly identified the intended purpose of the text/image/source being analyzed and taken that purpose into account in their assessment.
The student has addressed all components of the chosen text/image/source. Depending on the text/image/source being evaluated, this could include areas like clarity of writing, accuracy, visual appearance, sound, usefulness, interactive qualities, etc.
The student has identified the intended audience for the text/image/source and taken that into consideration in the course of their assessment.
10% Quality of Evaluation
The student has clearly (either within paragraphs addressing components regarding the text/image/source or in a separate paragraph) clearly established whether or not the source being evaluated has successfully achieved its intended goal.
The student has incorporated a clear conclusion that goes beyond simply summarizing the topic to include the potential implications of their analysis.
The student has followed punctuation and grammar rules throughout the paper. The student has also paid attention to accuracy in spelling and the overall formatting of the paper.
The student has met the minimum word count for the assignment.